Are Students with Mathematics Learning Disabilities Receiving FAPE?: Insights from a Descriptive Review of Individualized Education Programs

Autor/inn/en	Hott, Brittany L.; Morano, Stephanie; Peltier, Corey; Pulos, Joshua; Peltier, Tiffany
Titel	Are Students with Mathematics Learning Disabilities Receiving FAPE?: Insights from a Descriptive Review of Individualized Education Programs
Quelle	In: Learning Disabilities Research & Practice, 35 (2020) 4, S.170-179 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hott, Brittany L.) ORCID (Peltier, Corey) ORCID (Peltier, Tiffany)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12231
Schlagwörter	Secondary School Students; Secondary School Mathematics; Learning Disabilities; Access to Education; Individualized Education Programs; Students with Disabilities; Educational Needs; Academic Accommodations (Disabilities); Special Education + Suchen Sie Ihr Suchwort? Sekundarschüler; Learning handicap; Lernbehinderung; Education; Access; Bildung; Zugang; Bildungszugang; Individualized education program; Individualisierendes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Educational need; Bildungsbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Students with mathematics learning disability (MLD) are entitled to a free appropriate public education (FAPE) as outlined by their Individualized Education Program (IEP). The IEP is a roadmap to enhance in-school and postschool outcomes for students with a disability. We reviewed IEPs (n = 89) for secondary students with MLD enrolled in 15 rural independent school districts in the southeast part of the United States. Results suggested secondary students with MLD have needs in (a) calculation; (b) fractions, decimals, and percentages; (c) functional mathematics; (d) reading; and (e) social and behavioral skills based on annual goals written in their IEPs. Yet 70% of the IEPs reviewed included only instruction in the general education setting, without specialized services. IEPs included a variety of accommodations, but few goals facilitated access to grade-level content or special education services to support specialized instruction to meet goals. Implications for practice, limitations, and future research are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01